Dyscalculia


Dyscalculia comes from the Greek language and means 'counting badly'. Dyscalculia is like dyslexia for numbers and people with dyscalculia have difficulty acquiring mathematical skills. They may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning numical facts.

They often have difficulties with time, measurement and spatial reasoning. They may have planning difficulties that lead to the failure to carry out computations effectively. There may be difficulties following a clear strategy in solving mathematical problems and may lose track of mental position among the fundamental mechanics of a mathematical problem.

Dyscalculia occurs in people across the whole range of intelligence levels. Current estimates suggest that it may affect about 5% of the population. Dyscalculia can be detected at a young age and measures can be taken to ease the problems. In the way that dyslexia can be dealt with by using a slightly different approach to teaching, so can dyscalculia.

Children with dyscalculia are usually best helped by being allowed to work at a slower pace and by being given simplified learning material. They may just need a little longer to learn, one to one explanations and strategies and resources that help them to cope. One- to-one teaching to help to gain confidence is often very beneficial.

Research suggests that 40-50% of dyslexics show no signs of dyscalculia. The remaining 50-60% have some difficulties with maths. For some dyslexic pupils, however, difficulty with maths may in fact stem from problems with the language surrounding mathematical questions rather than with number concepts.

There is not a formal diagnostic test specifically for dyscalculia but here are some indicators that children may be showing if they have a degree of dyscalculia. This check list is particularly appropriate for children aged 7 and over. Children younger than 7 may still be learning these skills and need time to conquer the basics.

Dyscalculic children may:
  • have difficulty counting forwards and backwards especially in steps of two or threes
  • have difficulty recalling number facts
  • have difficulty in relating number facts
  • lack confidence
  • have difficulties understanding the concept of place value place value
  • not understand associated language
  • have difficulty understanding spatial orientation such as left and right, clockwise, anticlockwise
  • have difficulty following directions
  • have difficulty learning to tell the time
  • have difficulty keeping track of time and the sequence of past and future events
  • find the concept of counting amounts of money troublesome
  • have difficulty in the giving and receiving of change
  • have problems with concepts such as speed and temperature
  • lose the thread of worded problems
  • lose the track of mental position within a written calculation
Dyscalculic children may be particularly vulnerable where teachers follow an interactive, whole-class method of teaching. Asking dyscalculic children to answer apparently simple maths questions in public will inevitably lead to embarrassment and frustration.

Dyscalculia is a special need and requires diagnosis and appropriate teaching as well as support away from whole class teaching.

Dyscalculia need not be a barrier to achievement and success if it is properly recognised within society and steps are taken to provide suitable teaching and training along with compensatory strategies and resources.

Children can be helped to overcome the effects of dyscalculia. It is possible to improve numeracy skills by using structured, multi-sensory methods. Early intervention tends to be more effective. Developing coping strategies through an understanding of individual strengths and weaknesses will give considerable support to a child’s self-esteem.


The following pages look in detail at particular aspects of Special Educational Needs:

Important for all Special Educational Needs

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